- Name
- My homeland
- Topic
- Region - repetition
- Learning time
- 3 hours and 3 minutes
- Designed time
- 3 hours and 3 minutes
- Size of class
- 23
- Description
- Third-grade students learn about their homeland. For this purpose, they went on a field-trip to Međimurje to get acquainted with the appearance of the homeland, its specialties, cultural and historical sights, natural beauties and resources, settlements and life
of people, old trades and occupations, plants and animals. They develop communication and social skills in conversation. After return, the teacher and students prepare the classroom,
materials and the benches. This activity of repetition is an integrated day with Croatian language, Art and Nature which lasts one day in 3 hours.
- Mode of delivery
- Classroom-based
- Aims
- - through board- game repeat the key facts about homeland
- communicate in a mother tongue
- develop digital competence: safe use of the Internet
- learn how to learn
- develop social and civic competences in a multicultural surrounding
- cultural awareness and expression
- Outcomes
-
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Knowledge
The student leads a conversation according to the topic from everyday life and respects etiquette.
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Comprehension
The student uses and explains the words, sintagmi and sentences in accordance witaccording to a communication situation.
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Application
The student independently uses familiar devices and programs. The student responsibly and safely uses programs and devices. The student leads a conversation according to the topic from everyday life and respects etiquette. The student demonstrates knowing the characteristics of different art materials and procedures used in art expression. According to given advice, the student chooses the corresponding digital technology to carry out the task. Applies innovative and creative solutions. Plans and runs the activities. Supported by teacher or individually looks for new information from different sources and succesfully applies them in problem solving. The students uses his creativity in shaping his ideas and approaches to problem solving.
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Analysis
The student is able to orient himself in space, interprets the map of his region, makes conclusions on the connection between spatial characteristics of his home region and people's way of life. The student explains with guidance the results of his own explorations of nature, natural and social phenomena and/or different sources of information.
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Synthesis
The student describes with guidance, presents results of observing the nature, natural and social phenomena in a direct surronding and uses different sources of information.
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Evaluation
The student expresses his thoughts and feelings during the activity using Padlet.
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Affective learning outcomes
The student compares the role and the influence of rights, rules and duties on an individual and the community and takes over the responsibility for his actions. Develops work habits. Develops communication competences. Learns in a collaborative way and works in a team. The student is good at communicating with others, successfully collaborates in different situations and is ready to ask for an offer help.
Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation, Affective learning outcomes
- Editor
- Asi
Introduction
48 minutes
48 minutes)
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Story
On the blackboard there are pictures of a river, horse and gold. The student in 5 minutes compiles the story. Each student tells his story.
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Theme of the lesson
They all together discuss trying to figure out what would be the theme of the lesson.
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Game association
Pupils solve the crossword puzzle on a paper whose solution is REGIONS.
Talk: Check the answers orally. What is the crossword solution? Regions. What is our homeland called?
They check the accuracy of the solution.
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Map of homeland
Students are exploring the map of the homeland. They study the colors on the map and accommodate the sides of the world.
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Announcement:
Today, we will repeat all that we have learned about our region.
Resources linked: 0
Main part 95 minutes
95 minutes)
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Film
Projection and watching a film showing the field trip in order to repeat the key concepts related to the content that is being taught.
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Short talk
Short talk about the film.
Students arrange desks for group work.
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Game
The pupils are divided into five groups according to their skills and competences. They create 2 equal games. Each group participates in creating a part of the game.
1st group sets the rules of the game
2nd group makes up questions for the game
3rd group writes questions on a computer, prints and laminates
4th group draws the background for the game, paying attention to rules of the game
5th group makes 2 paper dice - origami
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Game
Students are split into two groups and the game begins. They play the game created by students. Each group has board game with dice. Student throws the dice and take the card with the question. If he answers correctly, he goes further. If he answers incorrectly, he misses his turn. The winner is a group which comes to the end of the game with the highest number of accurately answered questions.
Resources linked: 0
Final part 40 minutes
40 minutes)
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Game
In groups, students quietly write down the notions they remember in an online game of Hangman, and connect them to the topic. The game is played so that each student in the first
group says one letter. Once someone makes mistake, another group takes turn. The game automatically generates solutions. The winner is the group with a higher number of correct solutions. The student must explain in his words the term that appeared as a solution.
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Padlet:
Task in Padlet: My dear 3rd C, here you will write your thoughts and feelings that you had during this activity!
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Evaluation
Students get diplomas for their contribution and active participation in the game, as well as stars on the pinboard.
Resources linked: 0
Learning Experience
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Social learning graph will not display correctly, because one or more learning types do not have group size set.
